Quebec

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Skills available for Quebec grade 2 English language arts curriculum

Objectives are in black and IXL English language arts skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

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Conventions of Written and Media Language

A The student understands and applies conventions of written language to express thoughts, ideas and information for a specific purpose and audience, in own reading and writing:
- 1 Grammar (sentence structure and syntax)
  - a Writes sentences in an order that supports a main idea or story
    - Put the sentences in order (2-V.1)
  - b Uses linguistic structures and features to express thoughts, ideas and information for a specific purpose and audience:
    - i In simple sentences by using subject, verb, modifier
    - ii In syntactic structures that carry meaning, (e.g. the structure of a question, an apology, a request)
      - Is the sentence a statement, question, command or exclamation? (2-LL.1)
    - iii In compound sentences by using prepositions, conjunctions, interjections
- 2 Usage Conventions (agreement and word choice)
- 3 Mechanics (spelling, capitalization and punctuation)
  - a Capitalization
    - i Applies capitalization rules: the first word in a sentence, proper nouns
  - b Punctuation
    - i Applies end punctuation rules: period, question mark, exclamation point
      - Is the sentence a statement, question, command or exclamation? (2-LL.1)
    - ii Applies rules for commas: items in a series, greetings
      - Commas with dates (2-VV.1)
      - Greetings and closings of letters (2-WW.5)
    - iii Uses apostrophes to punctuate contractions and singular possessive
    - iv Uses quotation marks to punctuate dialogue
      - Punctuating dialogue (3-XX.5)
  - c Spelling
    - i Uses conventions of writing: spacing between words and lines, consistent left-right and up-down orientation
    - ii Uses invented spelling by choosing letters on the basis of sound for unknown or challenging words, e.g. kaj (cage) or hows (house)
    - iii Indicates words that are misspelled
    - iv Applies common spelling patterns/generalizations including: word families, regular plurals, prefixes, suffixes, irregular plurals, words ending in –y, doubling final consonant
    - v Uses resources to correct own spelling (e.g. environmental print, word lists, dictionaries, peers, spell check)

Language-Learning Processes

A In a given context or situation, the student understands how to apply the stages of the reading process to read and interpret a text:
- 1 Prereading/Viewing
  - a Understands the purpose for reading, listening to and/or viewing (e.g. for enjoyment, to learn something, to escape to new places, for instructions).
  - b Uses prior knowledge (e.g. what s/he already knows about the topic, author, genre/text type)
  - c Previews the text (e.g. attends to the cover, dedication, title page and author's notes for clues that will add to understanding or enjoyment of the text)
  - d Uses knowledge of the genre/text type to be viewed/read: immersion into models of the text type to determine important structures and features of the text type, and how these contribute to meaning in the text (e.g. understands the structure and features of familiar text types such as main character, sequence of events in narratives [stories]; visual features in information-based texts)
  - e Builds needed background knowledge and experiences (e.g. of content, setting and/or author, in a variety of ways such as watching a documentary on a related topic, reading a picture book on a similar theme before reading a chapter book, using the Internet)
- 2 During Reading/Viewing
  - a Makes explicit connections between own personal experiences and story experiences
    - Which could happen in real life? (1-T.1)
  - b Applies knowledge of cueing systems to construct meaning
  - c Uses a variety of reading strategies to make meaning of different text types
  - d Relies on common structures and features of literary, popular and information-based texts to construct meaning (e.g. narrative structure: beginning, middle, end; or a feature such as dialogue)
    - Use actions and dialogue to understand characters (2-Q.1)
    - Greetings and closings of letters (2-WW.5)
  - e Relies on common structures and features of media texts to construct meaning
  - f Recognizes the most common rhetorical conventions of information-based texts to build meaning, namely:
    - i Description of ideas and concepts
    - ii Sequence/chronology
      - Put the sentences in order (2-V.1)
      - Identify time-order words (2-X.3)
    - iii Compare/contrast
      - Compare and contrast in informational passages (2-U.1)
    - iv Problem-solution
    - v Cause-effect
      - Match each effect to its cause (2-S.1)
      - Match each cause to its effect (2-S.2)
  - g Uses the purpose for reading and clues in the text to determine important aspects of a text (e.g. nonfiction features that signal importance such as boldface print, italics)
- 3 After Reading/Viewing: Interpreting the Text
  - a Constructs a personal response to the text (i.e. constructs meaning)
    - Order events in a story (2-P.1)
  - b Uses details and evidence in the text to infer meaning(s)
    - Use actions and dialogue to understand characters (2-Q.1)
    - Determine the themes of myths, fables and folktales (2-R.1)
  - c Integrates new information with what is already known to construct meaning
  - d Uses evidence to distinguish between own thinking, values and beliefs and those presented in the text (e.g. figures out what values are important to a character)
    - Use actions and dialogue to understand characters (2-Q.1)
  - e Uses other readers' interpretations to clarify and extend own ideas (e.g. discusses information, ideas and new insights with peers)
  - f Understands that all spoken, written and media texts are constructed by people to appeal to a specific or target audience
  - g Understands that texts must be questioned, since they are constructed by people with specific purposes in mind:
    - i Determines the specific or target audience by selecting details from the text (e.g. a magazine ad all in pink is probably targeting girls)
B In a given context or situation, the student understands how to apply stages of the writing process to write a text:
- 1 Prewriting:
  - a Understands the purpose for the writing (e.g., to entertain, to inform, to communicate)
    - Choose the text that matches the writer's purpose (2-Y.1)
  - b Selects topic and text type based on purpose and audience
  - c Examines models of text type through immersion into the text (e.g. features of text, strategies author used to craft the text)
    - Greetings and closings of letters (2-WW.5)
- 2 Drafting, i.e. initial version(s) of texts
  - a Writes to a specific familiar audience of family, friends and teacher
  - b Writes to a specific wider audience on self-selected and assigned topics, issues and concerns
  - c Uses a structure that fits the type of writing (e.g. letter format, narrative)
    - Greetings and closings of letters (2-WW.5)
- 3 Revision, i.e. making changes to content of text and/or message and/or meaning
- 4 Editing, i.e. rearranging/re-ordering what has already been written and proofreading
  - a Checks for spelling, punctuation and capitalization
- 5 Publishing
  - a Selects personally significant pieces of writing to publish
  - b Selects layout and highlights relevant structures and features to enhance the presentation
  - c Feedback: seeks and provides throughout all stages of the writing process

Quebec

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Conventions of Written and Media Language

A The student understands and applies conventions of written language to express thoughts, ideas and information for a specific purpose and audience, in own reading and writing:

1 Grammar (sentence structure and syntax)

a Writes sentences in an order that supports a main idea or story

b Uses linguistic structures and features to express thoughts, ideas and information for a specific purpose and audience:

i In simple sentences by using subject, verb, modifier

ii In syntactic structures that carry meaning, (e.g. the structure of a question, an apology, a request)

iii In compound sentences by using prepositions, conjunctions, interjections

2 Usage Conventions (agreement and word choice)

a Uses vocabulary and/or terminology related to the type of writing

b Uses consistent verb tenses and correct pronoun references

c Selects words that convey the intended meaning and create a picture in the reader's mind

d Uses literal and figurative language in a variety of ways (e.g. imitating, creating new words, rhyming)

3 Mechanics (spelling, capitalization and punctuation)

a Capitalization

i Applies capitalization rules: the first word in a sentence, proper nouns

b Punctuation

i Applies end punctuation rules: period, question mark, exclamation point

ii Applies rules for commas: items in a series, greetings

iii Uses apostrophes to punctuate contractions and singular possessive

iv Uses quotation marks to punctuate dialogue

c Spelling

i Uses conventions of writing: spacing between words and lines, consistent left-right and up-down orientation

ii Uses invented spelling by choosing letters on the basis of sound for unknown or challenging words, e.g. kaj (cage) or hows (house)

iii Indicates words that are misspelled

iv Applies common spelling patterns/generalizations including: word families, regular plurals, prefixes, suffixes, irregular plurals, words ending in –y, doubling final consonant

v Uses resources to correct own spelling (e.g. environmental print, word lists, dictionaries, peers, spell check)

Language-Learning Processes

A In a given context or situation, the student understands how to apply the stages of the reading process to read and interpret a text:

1 Prereading/Viewing

a Understands the purpose for reading, listening to and/or viewing (e.g. for enjoyment, to learn something, to escape to new places, for instructions).

b Uses prior knowledge (e.g. what s/he already knows about the topic, author, genre/text type)

c Previews the text (e.g. attends to the cover, dedication, title page and author's notes for clues that will add to understanding or enjoyment of the text)

e Builds needed background knowledge and experiences (e.g. of content, setting and/or author, in a variety of ways such as watching a documentary on a related topic, reading a picture book on a similar theme before reading a chapter book, using the Internet)

2 During Reading/Viewing

a Makes explicit connections between own personal experiences and story experiences

b Applies knowledge of cueing systems to construct meaning

c Uses a variety of reading strategies to make meaning of different text types

d Relies on common structures and features of literary, popular and information-based texts to construct meaning (e.g. narrative structure: beginning, middle, end; or a feature such as dialogue)

e Relies on common structures and features of media texts to construct meaning

f Recognizes the most common rhetorical conventions of information-based texts to build meaning, namely:

i Description of ideas and concepts

ii Sequence/chronology

iii Compare/contrast

iv Problem-solution

v Cause-effect

g Uses the purpose for reading and clues in the text to determine important aspects of a text (e.g. nonfiction features that signal importance such as boldface print, italics)

3 After Reading/Viewing: Interpreting the Text

a Constructs a personal response to the text (i.e. constructs meaning)

b Uses details and evidence in the text to infer meaning(s)

c Integrates new information with what is already known to construct meaning

d Uses evidence to distinguish between own thinking, values and beliefs and those presented in the text (e.g. figures out what values are important to a character)

e Uses other readers' interpretations to clarify and extend own ideas (e.g. discusses information, ideas and new insights with peers)

f Understands that all spoken, written and media texts are constructed by people to appeal to a specific or target audience

g Understands that texts must be questioned, since they are constructed by people with specific purposes in mind:

i Determines the specific or target audience by selecting details from the text (e.g. a magazine ad all in pink is probably targeting girls)

B In a given context or situation, the student understands how to apply stages of the writing process to write a text:

1 Prewriting:

a Understands the purpose for the writing (e.g., to entertain, to inform, to communicate)

b Selects topic and text type based on purpose and audience

c Examines models of text type through immersion into the text (e.g. features of text, strategies author used to craft the text)

2 Drafting, i.e. initial version(s) of texts

a Writes to a specific familiar audience of family, friends and teacher

b Writes to a specific wider audience on self-selected and assigned topics, issues and concerns

c Uses a structure that fits the type of writing (e.g. letter format, narrative)

3 Revision, i.e. making changes to content of text and/or message and/or meaning

a Rereads for clarity

b Adds descriptive words and sufficient details

c Sequences information, events

4 Editing, i.e. rearranging/re-ordering what has already been written and proofreading

a Checks for spelling, punctuation and capitalization

5 Publishing

a Selects personally significant pieces of writing to publish

b Selects layout and highlights relevant structures and features to enhance the presentation

c Feedback: seeks and provides throughout all stages of the writing process